· Using the National Library of Manipulatives, use the geoboards to illustrate area and perimeter. · I would introduce this as a whole group at first. After a few I would have the students create some of their own.
1. Go to http://nlvm.usu.edu/en/nav/vlibrary.html
2. Go to Geometry grades 3-5 and to Geoboards.
3. With this site have the students use the “rubber bands” to create rectangles.
4. Once created have then try determine what would their perimeter and area of their rectangle.
5. Then have them click “Measure” and see if they are correct.
I want to know how to help my students with multiplication and division. They are learning now but some are having trouble. Also, even though I work and work AND WORK with them with perimeters and area they can't remember what to do.
Submitted by Tracy Berry
Recognize the attributes of length, volume, weight, area, and time.
Understand how to measure using nonstandard and standard units.
Students will:
recognize the attributes of length and volume
measure area using nonstandard units
measure with multiple copies of units of the same size, such as clips laid end to end
Submitted by: Tracy Berry
Tile on the Floor
Link to the website: http://www.hbschool.com/activity/tile_the_floor/
Subject: Area
The game “Tile on the Floor” is a great game to practice finding areas of figures. I feel that I would use the site game as a review of Area. The students will be able to count the block to see how many “tiles” would fit into a space. I would use this exercise with introducing Area. Block shapes are given and the students have to find the area by counting the units. The student types in the number and checks it. If the number is wrong it tells the student if the number is too high or too low - try again. If the number is correct the student goes to the next problem. I like how it labels square units with the answer. This also could be used for students who are having difficulty with finding the area.
Submitted by: Tracy Berry and Amy Mandt
Geometry—Vocabulary Match
Grade 4 http://www.hbschool.com/thinkmath/topics/geometry.html#2 Students will match geometric terms, definitions, and figures.
Vocabulary:
acute angle, right angle, obtuse angle, protractor, line, line segment, plane, angle, straight angle, ray, parallel lines, Intersecting lines, perpendicular lines
¨ Click on Angles
¨ Click on Geometry-Vocabulary Match
¨ Click on a circle by a term –hold down on the mouse
¨ Drag the mouse to a circle by the definition or figure which matches your term
¨ Let up on the mouse to see if you have matched correctly. Submitted by: Donna D. Dunn, Grade 4, Geneva Kent
Match Plane Figures
Grade 5
Link to the website: http://www.hbschool.com/activity/match_plane_figures/
Match the plane figures in the least number of moves. It is played like a memory game.
This game will help reinforce basic concepts of lines, radius, diameter etc.
Students take turns coming to the board to try and find the correct match. Once all of the matches are have been identified a picture is revealed.
select, analyze and justify appropriate use of transformations (translations, rotations, flips) to solve geometric problems including congruency and tiling (tessellations).
While recently reviewing our Acuity Benchmark questions, we have stumbled upon questions about transformations, which I have not yet taught in depth.
This game, Icy Slides, Flips, and Turns provides a great whole group introduction to transformations.
First, we would play the game together, which after the interactive video shows either a slide, flip, or turn it asks to click on which transformation you saw. Next, I would pick students to come up and choose the answer on the intelliboard with the pen. Extension- I would hand out pattern blocks, and ask the students to trace their shape onto a piece of paper. I would like them to show me a flip, slide, and turn. They would need to trace each step after their transformation and label it. This might be best to do on a tri-fold foldable. I would also need to work with some students independently, and utilize peer tutors who grasp the concept quickly.
Submitted by: Amanda Flora, 4th grade
Tangrams Link to the website: http://www.mathplayground.com/tangrams.html Before I did a lesson on translations, rotations, and reflections, I would have them get on the Tangram game. It gives each student so many pieces they have to move around to fit the outlined shape. This would encourage discovery of key points on their own before I even teach the subject! After they have done several puzzles, I would put some up on the Intelliboard and work on them together. I would also have the vocabulary words somewhere posted, and then show examples of what each was. At that point I would introduce vocabulary that fit what they are doing at the time. This would encourage math talk and (hopefully) a few “ Yeah! Wow! That’s what I did!” moments. Even if the game did not allow them a certain move, we could talk look at shapes and think what would happen if I could flip it? Slide it? Rotate it? Could I make this shape? Modeling this as we worked on it together would end up teaching the lesson and having lots of student participation at the same time. Submitted by Crystal Smith
Geoboard
· Using the National Library of Manipulatives, use the geoboards to illustrate area and perimeter.· I would introduce this as a whole group at first. After a few I would have the students create some of their own.
1. Go to http://nlvm.usu.edu/en/nav/vlibrary.html
2. Go to Geometry grades 3-5 and to Geoboards.
3. With this site have the students use the “rubber bands” to create rectangles.
4. Once created have then try determine what would their perimeter and area of their rectangle.
5. Then have them click “Measure” and see if they are correct.
I want to know how to help my students with multiplication and division. They are learning now but some are having trouble. Also, even though I work and work AND WORK with them with perimeters and area they can't remember what to do.
Submitted by Tracy Berry
Symmetry With Pattern Blocks
Go to website: http://education.ti.com/educationportal/activityexchange/activity_detail.do?cid=us&activityid=5684Submitted by: Donna D. Dunn, Geneva KentThe Area of Things ...
Link to the website: http://illuminations.nctm.org/LessonDetail.aspx?ID=L125Math Topic:
- Recognize the attributes of length, volume, weight, area, and time.
- Understand how to measure using nonstandard and standard units.
Students will:- recognize the attributes of length and volume
- measure area using nonstandard units
- measure with multiple copies of units of the same size, such as clips laid end to end
Submitted by: Tracy BerryTile on the Floor
Link to the website: http://www.hbschool.com/activity/tile_the_floor/Subject: Area
The game “Tile on the Floor” is a great game to practice finding areas of figures. I feel that I would use the site game as a review of Area. The students will be able to count the block to see how many “tiles” would fit into a space. I would use this exercise with introducing Area. Block shapes are given and the students have to find the area by counting the units. The student types in the number and checks it. If the number is wrong it tells the student if the number is too high or too low - try again. If the number is correct the student goes to the next problem. I like how it labels square units with the answer. This also could be used for students who are having difficulty with finding the area.
Submitted by: Tracy Berry and Amy Mandt
Geometry—Vocabulary Match
Grade 4http://www.hbschool.com/thinkmath/topics/geometry.html#2
Students will match geometric terms, definitions, and figures.
Vocabulary:
acute angle, right angle, obtuse angle, protractor, line, line segment, plane, angle, straight angle, ray, parallel lines, Intersecting lines, perpendicular lines
¨ Click on Angles
¨ Click on Geometry-Vocabulary Match
¨ Click on a circle by a term –hold down on the mouse
¨ Drag the mouse to a circle by the definition or figure which matches your term
¨ Let up on the mouse to see if you have matched correctly.
Submitted by: Donna D. Dunn, Grade 4, Geneva Kent
Match Plane Figures
Grade 5Link to the website: http://www.hbschool.com/activity/match_plane_figures/
Match the plane figures in the least number of moves. It is played like a memory game.
This game will help reinforce basic concepts of lines, radius, diameter etc.
Students take turns coming to the board to try and find the correct match. Once all of the matches are have been identified a picture is revealed.
Submitted by: Denise Meadows
Slide, Flip, Turn
Link to the website: http://www.hbschool.com/activity/icy_slides_flips_turns/This game, Icy Slides, Flips, and Turns provides a great whole group introduction to transformations.
First, we would play the game together, which after the interactive video shows either a slide, flip, or turn it asks to click on which transformation you saw. Next, I would pick students to come up and choose the answer on the intelliboard with the pen.
Extension- I would hand out pattern blocks, and ask the students to trace their shape onto a piece of paper. I would like them to show me a flip, slide, and turn. They would need to trace each step after their transformation and label it. This might be best to do on a tri-fold foldable. I would also need to work with some students independently, and utilize peer tutors who grasp the concept quickly.
Submitted by: Amanda Flora, 4th grade
Tangrams
Link to the website: http://www.mathplayground.com/tangrams.html
Before I did a lesson on translations, rotations, and reflections, I would have them get on the Tangram game. It gives each student so many pieces they have to move around to fit the outlined shape. This would encourage discovery of key points on their own before I even teach the subject! After they have done several puzzles, I would put some up on the Intelliboard and work on them together. I would also have the vocabulary words somewhere posted, and then show examples of what each was. At that point I would introduce vocabulary that fit what they are doing at the time. This would encourage math talk and (hopefully) a few “ Yeah! Wow! That’s what I did!” moments. Even if the game did not allow them a certain move, we could talk look at shapes and think what would happen if I could flip it? Slide it? Rotate it? Could I make this shape? Modeling this as we worked on it together would end up teaching the lesson and having lots of student participation at the same time.
Submitted by Crystal Smith